Childminder

Childminder

Unique reference number (URN): EY355233 Registered with Ofsted: 06/06/2007 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make excellent progress across all areas of learning in this highly inclusive setting, where they feel a strong sense of belonging. They are deeply engaged in their play and learning and show high levels of concentration and enjoyment. Children develop their language skills through meaningful conversations and hearing high-quality vocabulary throughout the day. They have ongoing and extensive opportunities to develop the skills and knowledge they require to enrich their learning across all areas of learning and development. Consequently, children confidently retell familiar stories, ask questions and learn to use new words, such as 'frustrated', to express their emotions.

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Achievement Strong standard

Children develop their mathematical understanding through everyday routines and experiences. For example, they refine their knowledge as they sing counting songs, put their learning into practice as they count apple seeds and compare quantities while making fruit salad.

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Achievement Strong standard

All children, including those who face barriers to learning, develop confidence and high self- esteem. They take pride in meaningful responsibilities, such as setting the table and managing their own lunch containers. Children learn the importance of healthy eating. They confidently master dressing and handwashing routines with minimal support. Children show kindness, empathy and respect as they share, take turns and help one another. As a result, they form positive relationships and develop important social and emotional skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder forms a secure and trusting relationship with every child. This allows her to tailor care and learning meticulously to the individual needs and wellbeing of each child. The childminder consistently promotes regular attendance and punctuality. For instance, children arrive on time and settle quickly into routines. They are well prepared for learning through structure and consistency. Children consistently show motivation, confidence, curiosity and enjoyment in learning. They maintain focus for long periods. Children reliably follow routines, act independently and display perseverance and resilience. For instance, they tackle tasks such as peeling oranges or zipping coats on their own. Each child receives tailored support, enabling them to learn and take on new tasks successfully. The childminder fosters an extremely positive environment. She has high expectations with clear and embedded expectations for all children's behaviour. The culture of kindness and

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Behaviour, attitudes and establishing routines Strong standard

empathy is deeply embedded within the setting. Children are praised for their efforts, even when they find things 'tricky'. This consistent recognition helps children to develop a sense of self-worth and motivates them to persist with challenging tasks, knowing their efforts are appreciated.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate well-developed social skills as they share, work together and enjoy each other's company. They celebrate each other's achievements as they clap and praise each other as they complete tasks. Children listen carefully, follow instructions and show resilience in problem-solving, maintaining positive attitudes toward learning. The childminder helps children to develop independence, confidence and essential life skills for future learning and everyday life.

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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the heart of her practice. She provides a highly nurturing, respectful and safe environment where all children feel valued and flourish. Robust and highly effective settling-in procedures enable the childminder to quickly establish secure relationships with parents and carers, ensuring she understands each child's individual needs. This helps the childminder to be responsive to children's individual needs and any changes in circumstances.

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Children's welfare and wellbeing Strong standard

The childminder plans daily routines to provide children with consistency, while encouraging their independence and promoting their emotional wellbeing. Through relationships, she identifies when children are tired, hungry or in need of emotional support. The childminder responds promptly, adjusting her strategies and support so that all children develop a secure sense of emotional wellbeing. As a result, children regulate their emotions extremely well, are very happy and content, and behave exceptionally well.

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Children's welfare and wellbeing Strong standard

The childminder is highly attentive to ensuring that children receive good nutrition and that their dietary needs are met safely. She encourages families to send nutritious packed lunches that support relevant nutrition guidance. As a result, the childminder promotes healthy eating habits and ensures that mealtimes are safe, enjoyable and tailored to each child. By discussing food choices, she helps children to understand how their decisions affect themselves and others. This fosters children's awareness and safety, such as not sharing food to prevent allergic reactions.

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Children's welfare and wellbeing Strong standard

The childminder carefully manages sleep routines, allowing children to rest safely according to their individual needs. Her consistently safe care practices uphold children's dignity and emotional security, ensuring that all children leave the setting healthy, emotionally secure and ready for their next stage of learning.

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Curriculum and teaching Strong standard

The childminder ensures that all children have opportunities to develop and gain confidence in communication and language, which is integrated throughout the fully embedded curriculum. For instance, children confidently sing songs and rhymes that include mathematical learning, such as number names and language. They confidently build up their ongoing vocabulary as they are introduced to new words, such as 'crawl', 'wriggle', and 'web', and confidently sing 'Incy Wincy Spider' after spotting a little spider. In addition, the childminder gives a high priority to children's emotional wellbeing and physical development. She actively joins in children's play and skilfully uses her teaching to build on children's prior knowledge and interests. For instance, children dance to music, refine existing skills and find new ways to move and balance as they develop their coordination, core strength and confidence.

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Curriculum and teaching Strong standard

The childminder is highly successful in planning and delivering an ambitious, inclusive, well- sequenced and high-quality curriculum that is appropriate for all children. The childminder enhances children's interests with targeted activities to close gaps in children's learning extremely successfully. The curriculum is coherent and comprehensive. The childminder supports each child's progress very effectively, providing the necessary building blocks for future success.

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Curriculum and teaching Strong standard

The childminder tailors the curriculum to meet the individual needs and starting points of all children. This allows for personalised learning experiences that foster children's growth across all areas of development. The childminder monitors children's progress robustly. She successfully uses her purposeful interactions with children to find out what they already know and can do and identify what they need to learn next. This supports the foundations for children's ongoing learning and development highly effectively.

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Inclusion Strong standard

All children demonstrate a strong sense of belonging in this highly inclusive setting. The childminder consistently recognises, values and celebrates the uniqueness of every child. This ensures that children feel respected, included and confident to be themselves. The childminder demonstrates a passionate commitment to inclusion and has a deep understanding of each child's individual needs. This is because the childminder understands the complex and diverse barriers some children face that can impact their learning and development.

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Inclusion Strong standard

The childminder applies her specialist training and knowledge effectively, using a graduated approach to tailor interventions that meet each child's individual needs. The childminder precisely uses her expertise to adapt her teaching and provision to ensure that it is responsive and appropriate for children's evolving needs. For instance, she uses visual prompts and provides children with choices to successfully foster children's independence and reduce frustrations that can impact their learning. This enables children to build their emotional resilience and develop their knowledge and skills highly successfully across all areas of learning.

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Inclusion Strong standard

The childminder meticulously gathers information to monitor children's progress, review support and assess the impact. She holds regular, purposeful discussions with parents and carers, collaborates closely with shared settings and works with external professionals when appropriate. This approach ensures that support is collaborative and has a significant impact on ensuring that no child is disadvantaged by their circumstances. The childminder thoughtfully allocates extra funding to support and benefit children's needs, so that it makes a positive impact on children's educational experiences and wellbeing. She supports children's learning at home effectively by sharing regular updates with parents on their child's progress, along with carefully targeted next steps and strategies to support their ongoing progress.

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Leadership and governance Strong standard

The childminder is highly ambitious, with a clear vision for her provision. She is committed to delivering high-quality care and well-planned learning experiences for all children. This is particularly evident for children who require additional support. The childminder is highly vigilant in identifying gaps in children's learning and responds swiftly by implementing effective strategies. She works closely with parents, schools and other professionals to ensure that children receive timely, coordinated support. As a result, children make excellent progress from their individual starting points.

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Leadership and governance Strong standard

Partnerships with parents and carers and external professionals are well established and purposeful. Parents highly value the support they receive and feel confident in seeking advice, knowing the childminder will respond with care, professionalism and expertise. For instance, the childminder shares practical strategies to support children's independence, language development and emotional regulation. As a result, children experience continuity between home and the setting, which supports their emotional security and enhances their progress.

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Leadership and governance Strong standard

To further enhance the quality of teaching and learning experiences for children, the childminder actively seeks feedback from parents, children and wider professionals. As a result, the childminder is highly effective in ensuring that she maintains a culture of continuous improvement to raise the quality of children's learning. For instance, the childminder has adapted the learning environment to meet children's changing needs, continues to forge partnerships with other providers and prioritises professional development, particularly in supporting children's communication and language.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are exceptionally well cared for in this inclusive and home-from-home childminding setting. They arrive with enthusiasm, confidently waving goodbye and blowing kisses as they say goodbye to their parents and carers. The setting is characterised by a warm and joyful atmosphere. It is filled with laughter, cheerful chatter and happiness. The meaningful interactions and nurturing relationships cultivated by the childminder are incredibly effective in supporting children's wellbeing and emotional development. As a result, children feel safe and supported. They flourish and reach their potential in a setting where they truly thrive.

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What it's like to be a child at this setting

Children are highly valued as unique individuals. The childminder has a robust understanding of the barriers children face to their learning and wellbeing, including those with special educational needs and/or disabilities. She has an in-depth knowledge of all children who attend and swiftly identifies any emerging needs. For instance, the childminder collaborates with parents and wider settings to ensure that all children's needs are identified. This means children receive carefully designed support that ensures their ongoing progression. The childminder skilfully adapts activities and embeds effective strategies to ensure that all children engage fully in their learning and make excellent progress. For example, the childminder uses gestures and visual clues during activities to increase children's language understanding and vocabulary growth. Consequently, all children are confident communicators and display high levels of self-esteem, which in turn supports all

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What it's like to be a child at this setting

Children show highly positive attitudes to their learning. They explore a wide range of engaging resources with curiosity and enthusiasm. The childminder skilfully builds on children's interests to extend their learning. For example, she supports children to use pegs to transfer objects, helping them to develop their fine motor skills. Children are encouraged to develop independence through meaningful everyday tasks. They confidently manage their personal needs, help to prepare for mealtimes and serve their own lunches. As a result, children develop excellent self-care and dressing skills.

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What it's like to be a child at this setting

Children cooperate well, show kindness and form close friendships as they play together. For instance, they make cakes with dough and take turns smelling herbs and praise each other. As a result, children feel a deep sense of belonging and confidence. This enables children to thrive socially and emotionally and achieve exceptionally well in their education.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known or previously known to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke the childminder, parents, carers and children during the inspection.

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About this inspection

We carried out this inspection under section 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 06:45 - 16:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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